GCSE (9-1)

Specification

HISTORY B
(SCHOOLS HISTORY PROJECT)
J411
For first assessment in 2018

In partnership with

ocr.org.uk/gcsehistoryshp
YOUR
CHECKLIST

Our aim is to provide you with all

the information and support you
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Contents

Support and Guidance ii

Assessment Preparation and Analysis Service iii

1 Why choose OCR GCSE (9–1) History B (Schools History Project) (J411)? 1
1a. Why choose an OCR qualification? 1
1b. Why choose OCR GCSE (9–1) History B (Schools History Project) (J411)? 2
1c. What are the key features of this specification? 3
1d. How do I find out more information? 4

2 The specification overview 5

2a. OCR’s GCSE (9–1) History B (Schools History Project) (J411) 5
2b. Content of GCSE (9–1) History B (Schools History Project) (J411) 6
2c. Introduction to the Thematic Study 8
2c. Introduction to the British Depth Study 12
2c. Introduction to History Around Us 16
2c. Introduction to the Period Study 18
2c. The World Depth Study 22
2d. Prior knowledge, learning and progression 26

3 Assessment of GCSE (9–1) in History B (Schools History Project) 27

3a. Forms of assessment 27
3b. Assessment objectives (AOs) 29
3c. Assessment availability 29
3d. Retaking the qualification 30
3e. Assessment of extended response 30
3f. Spelling, punctuation and grammar and the use of specialist terminology 30
3g. Synoptic assessment 30
3h. Calculating qualification results 30

4 Admin: What you need to know 31

4a. Pre-assessment 31
4b. Special consideration 40
4c. External assessment arrangements 40
4d. Results and certificates 41
4e. Post-results services 41
4f. Malpractice 41

5 Appendices 42
5a. Grade descriptors 42
5b. Overlap with other qualifications 42
5c. Accessibility 42
5d. History Around Us Site Proposal Form 43

© OCR 2015
GCSE (9–1) in History B i
Support and Guidance
Introducing a new specification brings challenges for
implementation and teaching, but it also opens up new
opportunities. Our aim is to help you at every stage.
We are working hard with teachers and other experts
to bring you a package of practical support, resources
and training.
Subject Specialists
OCR Subject Specialists provide information and
support to centres including specification and non-
exam assessment advice, updates on resource
developments and a range of training opportunities.
Our Subject Specialists work with subject communities
through a range of networks to ensure the sharing of
ideas and expertise supporting teachers and students
alike. They work with developers to help produce our
specifications and the resources needed to support
these qualifications during their development.
You can contact our History Subject Specialists for
specialist advice, guidance and support:
01223 553998
history@ocr.org.uk
@OCR_History
Teaching and learning resources
Our resources are designed to provide you with a
range of teaching activities and suggestions that enable
you to select the best activity, approach or context
to support your teaching style and your particular
students. The resources are a body of knowledge that
 © OCR 2015
ii
will grow throughout the lifetime of the specification,
they include:
•• Delivery Guides
•• Transition Guides
•• Topic Exploration Packs
•• Lesson Elements.
We also work with a number of leading publishers who
publish textbooks and resources for our specifications.
For more information on our publishing partners
and their resources visit: ocr.org.uk/qualifications/
gcse-and-a-level-reform/publishing-partners
Professional development
Our improved Professional Development
Programme fulfils a range of needs through
course selection, preparation for teaching, delivery
and assessment. Whether you want to come to
face-to-face events, look at our new digital training
or search for training materials, you can find what
you’re looking for all in one place at the CPD Hub:
cpdhub.ocr.org.uk
An introduction to new specifications
We run training events throughout the academic year
that are designed to help prepare you for first teaching
and support every stage of your delivery of the new
qualifications.
To receive the latest information about the training
we offer on GCSE and A Level, please register for email
updates at: ocr.org.uk/updates
GCSE (9–1) in History B
Assessment Preparation and Analysis Service
Along with subject-specific resources and tools, you’ll focus on skills development, professional guidance for
also have access to a selection of generic resources that teachers and results data analysis.

Subject Specialist Support

Our Subject Specialists provide you with access to specifications, high-quality teaching resources and
assessment materials.
Skills Guides
These guides cover topics that could be relevant to a range of qualifications, for example
communication, legislation and research. Download the guides at ocr.org.uk/skillsguides
Active Results
Our free online results analysis service helps you review the performance of individual students or
your whole cohort. For more details, please refer to ocr.org.uk/activeresults

© OCR 2015
GCSE (9–1) in History B iii
 © OCR 2015
iv GCSE (9–1) in History B
1 Why choose OCR GCSE (9–1) History B
(Schools History Project) (J411)?
1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance that
you’re working with one of the UK’s leading exam
boards. Our new OCR GCSE (9–1) in History B (SHP)
course has been developed in consultation with
teachers, employers and higher education to provide
us with a qualification that’s relevant to them and
meets their needs.
We’re part of the Cambridge Assessment Group,
Europe’s largest assessment agency and a
department of the University of Cambridge.
Cambridge Assessment plays a leading role
in developing and delivering assessments
throughout the world, operating in over
150 countries.
We work with a range of education providers,
including schools, colleges, workplaces and other
institutions in both the public and private sectors.
Over 13,000 centres choose our A Levels, GCSEs and
vocational qualifications including Cambridge
Nationals, Cambridge Technicals and Cambridge
Progression.
Our Specifications
We believe in developing specifications that help you
bring the subject to life and inspire your learners to
achieve more.
We’ve created teacher-friendly specifications based
on extensive research and engagement with the
teaching community. They’re designed to be
straightforward and accessible so that you can tailor
the delivery of the course to suit your needs. We aim
to encourage learners to become responsible for their
© OCR 2015
GCSE (9–1) in History B
own learning, confident in discussing ideas,
innovative and engaged.
1
We provide a range of support services designed to
help you at every stage, from preparation through to
the delivery of our specifications. This includes:
• A wide range of high-quality creative resources
including:
Delivery Guides
Transition Guides
Topic Exploration Packs
Lesson Elements
. . . and much more.
• Access to subject specialists to support you
through the transition and throughout the
lifetime of the specification.
• CPD/Training for teachers including face-to-face
events to introduce the qualifications and
prepare you for first teaching.
• Active Results – our free results analysis service
to help you review the performance of
individual learners or whole schools.
• ExamCreator – our new online past papers
service that enables you to build your own test
papers from past OCR exam questions.
All GCSE (9–1) qualifications offered by OCR are
accredited by Ofqual, the Regulator for qualifications
offered in England. The accreditation number for
OCR’s GCSE (9–1) in History B (Schools History
Project) is QN: 601/8408/5.
1
 1b. Why choose OCR GCSE (9–1) History B (Schools History Project) (J411)?
OCR’s GCSE (9–1) History B (SHP) is an exciting new
history course that will fire learners’ enthusiasm for
1 studying history. It has been constructed in
partnership with the Schools History Project and
reflects SHP’s principles for ensuring worthwhile and
inspiring school history.
Making history meaningful – History B (SHP)
encourages learners to become curious, to develop
their own opinions based on a respect for evidence,
and to build a deeper understanding of the present by
engaging with and questioning the past. The
specification is based on content which helps learners
to address fundamental issues in human history. It
brings together people, events and issues that
learners will find fascinating and that will stimulate a
desire to explore the similarities and differences
between people’s lives in the past and their own lives
now.
Developing wide and deep knowledge – All the
options across the five elements of the specification
address knowledge of significant historical issues that
will help learners in further study of history and in
making sense of their world. The need for wide and
deep knowledge has shaped the specification and its
assessment. Many parts of the specification are
entirely new to GCSE history; these new options have
all been selected and structured to ensure that the
content is diverse but that there is comparability
between options chosen.
Engaging in historical enquiry – Historical enquiry
underpins the approach that is needed to make sense
of the content in each of the studies. The preambles
to individual studies set out the historical issues and
the conceptual focus that will shape the thinking
required in each study. They reflect both best practice
in school history and the live historical debates that
surround the selected content.
Understanding interpretations – History B (SHP)
encourages learners to engage with a wide range of
written and visual interpretations: academic,
educational, popular and fictional. In the British depth
study, where there is a strong emphasis on
 © OCR 2015
2
understanding historical interpretations, an
overarching historical issue has been indicated for the
content of each section of an individual study. This
ensures that learners are consistently thinking about
how and why it is possible to arrive at different
interpretations of the same events.
Using sources – The purposeful and constructive
use of historical sources is an important feature
of the specification, particularly in the site study
and in the world depth study. In the site study the
physical remains of the site are the chief source,
supplemented by a range of other supporting source
material. The focus here is on how these sources
show the site’s past. In the world depth study, the
focus is on the precise study of specific sources,
encouraging learners to use them critically and
constructively for a specific purpose.
Diversity – The structure and content selection in
History B (SHP) ensure that all learners study a variety
of periods from a variety of perspectives. In all parts of
the specification understanding of social and cultural
diversity is required. Some parts of the specification
have an evident focus on diversity of culture and race
e.g. Migrants to Britain, the Mughals, the Vikings, the
First Crusade (where understanding of the Muslim
world and viewpoint is required), Aztecs and Spaniards
and Jews (in ‘Living under Nazi Rule’).
History Around Us – SHP has always held the view
that the study of the historic environment is a
stimulating and life-enhancing way of engaging with
history. This is why History B (SHP) awards the study
of the historic environment the same proportion of
marks (20%) as each of the other four elements. The
specification offers centres a free choice of site within
a clearly stated set of parameters. This means that
the historic environment studied can be a local site
that will enhance learners’ developing sense of
identity.
Enjoyable and rigorous learning – This SHP principle
has governed content selection and the focus for the
learning in each of the studies. It has also governed
the way the content is set out, with four sections in
GCSE (9–1) in History B
the thematic study, each with four bullet points
indicating the knowledge requirements in more
detail. In the depth and period studies there are five
sections, each of which has three bullet points
indicating the knowledge requirements in more
detail. The care taken over this consistency of
structure should help centres to plan their teaching
Aims and learning outcomes
OCR’s GCSE (9–1) History B (SHP) will enable
learners to:
• develop and extend their knowledge and
understanding of specified key events, periods
and societies in local, British and wider world
history; and of the wide diversity of human
experience
• engage in historical enquiry to develop as
independent learners and as critical and
reflective thinkers
1c. What are the key features of this specification?
The key features of OCR’s GCSE (9–1) History B (SHP)
for you and your learners are:
• an exciting and worthwhile specification that
means learners will enjoy studying history
• a clear and balanced structure that will help
course planning
• a wide choice of fascinating studies focusing on
important historical periods and issues
• free choice of site study based on clear
criteria
• clear and purposeful assessment that allows
learners to draw on any valid knowledge
© OCR 2015
GCSE (9–1) in History B
as it means that there are five areas of study to be
taught (typically) over five terms. It is intended that
broadly the same teaching time should be given to
each bullet. This means that the taught course will
have a balance of overview and depth as some bullets 1
cover a sweep of time while others require a close
analysis of a single event or situation.
• develop the ability to ask relevant questions
about the past, to investigate issues critically
and to make valid historical claims by using a
range of sources in their historical context
• develop an awareness of why people, events
and developments have been accorded
historical significance and how and why
different interpretations have been constructed
about them
• organise and communicate their historical
knowledge and understanding in different ways
and reach substantiated conclusions.
• the focus on a wide range of interesting
historical interpretations
• the constructive and purposeful use of
interesting and varied historical sources
• a straightforward specification with detailed
guidance to support delivery
• a wide range of content options to meet your
centre’s expertise
• our Specification Creator tool which will enable
you to create a bespoke course and sign up for
bespoke resources
• improved support, resources and more teacher
guidance.
3
 1d. How do I find out more information?
If you are already using OCR specifications you can Want to find out more?
contact us at: www.ocr.org.uk
1 Ask our subject specialists:
If you are not already a registered OCR centre
then you can find out more information at: Email: history@ocr.org.uk
www.ocr.org.uk
Telephone: 01223 553998

Join our history community:

http://social.ocr.org.uk/groups/history

Sign up for the e-bulletin: www.ocr.org.uk/updates

 © OCR 2015
4 GCSE (9–1) in History B
2 The specification overview

2a. OCR’s GCSE (9–1) History B (Schools History Project) (J411)

Learners take one component from each of the three component groups to be awarded the OCR GCSE (9–1) in
History B (Schools History Project).

Content Overview Assessment Overview

Thematic Study Component Group 1

2
One from: British History 20%
The People’s Health, c.1250 to present Thematic study of total
Crime and Punishment, c.1250 to present
Migrants to Britain, c.1250 to present
and GCSE
Depth study
British Depth Study (11–19)

One from: 40 marks each

(80 marks total)
20%
The Norman Conquest, 1065–1087 of total
The Elizabethans, 1580–1603 1 hour 45 minute
Britain in Peace and War, 1900–1918 paper GCSE
Component Group 2
History Around Us
(21)
20%
History Around Us
40 marks +
of total
10 marks SPaG* GCSE
1 hour paper

Period Study
One from:
Component Group 3
20%
World History
Viking Expansion, c.750–c.1050
Period study
of total
The Mughal Empire, 1526–1707
The Making of America, 1789–1900 and GCSE
Depth study
World Depth Study (31–39)
One from: 40 marks each 20%
The First Crusade, c.1070–1100 (80 marks total)
Aztecs and the Spanish Conquest, 1 hour 45 minute
of total
1519–1535 paper GCSE
Living under Nazi Rule, 1933–1945
British and wider world depth studies must be taken from different eras. The three eras are defined as:
Medieval (500–1500), Early Modern (1450–1750), Modern (1700–present day).
*These 10 marks for SPaG are in addition to the total 200 marks for the assessment of GCSE (9–1) History B,
and are not included in the percentage weightings shown. See Section 3f for more details
© OCR 2015
GCSE (9–1) in History B 5
 2b. Content of GCSE (9–1) History B (Schools History Project) (J411)
OCR GCSE (9–1) in History B (SHP) has five elements
organised into three component groups for the
purpose of assessment. Learners take three
components, one from each component group:
Component Group 1 – British History
2 •
•
Thematic study
British depth study
Component Group 2 – History Around Us
• The site study
Component Group 3 – World History
• Period study
• World depth study
The five elements
Component Group 1
The thematic study requires learners to understand
change and continuity across a long sweep of history.
Each of the options begins in the late middle ages and
encourages learners to think about the relationship
between past and present by following the theme
through to the present day. The study focuses on a
social/cultural theme in British history. This provides a
contrast with the greater political focus of the British
depth study and ensures balance across the
specification as a whole.
Focus of assessment: knowledge and understanding;
explaining and analysing events and periods.
The British depth study focuses on a coherent
short time span and a period of history during which
the country faced severe pressure due to the
possibility, or actuality, of invasion. The depth
study includes strong political elements, and focuses
on the interplay between these and other aspects.
This emphasis provides a clear contrast with the
thematic study. Each of the options has been the
subject of scholarly debate and is rich in
interpretation.
Focus of assessment: knowledge and
understanding; explaining and analysing events;
understanding interpretations.
6
The equal weighting given to the five studies, each
representing 20% of the GCSE (9–1), provides a clear
and consistent structure that will be helpful for
course planning. The options for each study cover a
wide range of fascinating history, introducing
different periods, places and cultures, and engaging
learners with different approaches to studying
history. A balance across periods is maintained by
providing an equal number of options for medieval,
early modern and modern history. Overall, the
options provide some continuity with elements
of OCR’s past SHP specifications, and offer new
and exciting areas of study for GCSE (9–1)
learners.
Component Group 2
The site study – the specification recognises the
importance of studying ‘History Around Us’ by
allocating the study of the historic environment 20% of
the GCSE (9–1) and by assessing this element through
a separate exam paper. Centres will have a free choice
of the site to be studied within a clearly stated set of
parameters and learners will have the opportunity to
study the fascinating history around them.
Focus of assessment: knowledge and understanding;
using sources.
Component Group 3
The period study has been given a wider world focus
in order to maintain the overall balance and
coherence of the specification. The period studies
offered in the specification all involve longer spans of
time than the minimum requirement of 50 years. This
is because the “unfolding narrative” required is more
readily discernible and more coherent than it would
be in a more condensed time span. By extending the
years studied the content and knowledge demands
become more accessible.
Focus of assessment: knowledge and understanding;
explaining and analysing events and periods.
© OCR 2015
GCSE (9–1) in History B
The world depth study focuses on a historical situation
involving the interplay of different societies and
cultures. The options reinforce the coherence of the
course by allowing learners to explore the concept of
invasion and conquest in a different context from the
Permitted combinations
Learners can take any combination of topics across
the five studies with the exception of the following
three combinations:
The Norman Conquest, 1065–1087 with The First
Crusade, c.1070–1100.
The Elizabethans, 1580–1603 with Aztecs and the
Spanish Conquest, 1519–1535.
Britain in Peace and War, 1900–1918 with Living
Under Nazi Rule, 1933–1945.
These combinations are prohibited because both
depth studies cannot be taken from the same era.
© OCR 2015
GCSE (9–1) in History B
British depth study. Each of the options is rich in
contemporary historical sources and has been the
subject of a wide range of interpretations.
Focus of assessment: knowledge and understanding;
using sources; understanding interpretations.
2
The entry codes for each permitted combination are
given in Section 4a.
To check that the combination of topics you have
chosen is valid, and to help you determine the
correct entry option code for your combination,
use OCR’s Specification Creator tool, available from
www.ocr.org.uk. It is essential that you perform this
check. Centres are reminded that if the combination
is not valid, as explained above, then there will be
no entry code available. For any further advice on
valid combinations please contact OCR using
history@ocr.org.uk.
7
 2c. Introduction to the Thematic Study
Centres should choose one thematic study from the
following: The People’s Health; Crime and
Punishment; Migrants to Britain.
Why does the thematic study matter?
The thematic study provides an opportunity to make
2 history meaningful to learners by focusing on a theme
that connects with their lives, and is the subject of
contemporary debate in Britain. Taking a long view on
these subjects allows learners to gain a helpful
historical perspective on issues that will form an
important part of their lives.
What does the thematic study require?
The thematic study requires learners to understand
change and continuity across a long sweep of history.
Each of the options begins in the middle ages and
encourages learners to think about the relationship
between past and present by following the theme
through to the present day. The thematic study
requires learners to understand second order
historical concepts, including: changes and
continuities over time; the causes and consequences
of historical events and developments; the historical
significance of people, events and developments.
Each of the thematic studies reveals wider changes
in aspects of British society over the centuries,
allowing learners to understand the most significant
characteristics of different periods and to make links
between this wider context and specific changes in
the individual theme.
 © OCR 2015
8
How is the thematic study structured?
For each study, three issues have been identified which
help to define the theme more precisely. These issues
are stated in the introductions to individual thematic
studies. It is important that the three issues are
addressed consistently throughout the study and that
learners develop a clear understanding of changes and
continuities in each of the issues. Learners should also
understand the influence of the different factors in
relation to the chosen theme. For each study, five
factors have been identified. Learners will be required to
understand the ways in which these factors influenced
changes and continuities in the particular theme.
Each thematic study is divided into four periods:
Medieval Britain c.1250–c.1500; Early Modern Britain
c.1500–c.1750; Industrial Britain c.1750–c.1900;
Britain since c.1900. Where appropriate, the focus
should be on change and continuity within periods, as
well as across the whole time-span. Within each
period the focus of study should be on the specified
bullet points. The first bullet point in each period
identifies the features and changes which affected
the chosen theme. When beginning a new period, it
is important to focus on this broader context before
studying the specific issues. The amount of content in
each bullet point is broadly comparable and this will
be reflected in the assessment. It is therefore
important to allocate roughly equal amounts of
teaching time to each bullet point of content.
GCSE (9–1) in History B
The People’s Health, c.1250 to present

This thematic study should enable learners to • The response to epidemics

understand changes and continuities in public health
in Britain from c.1250 to the present. The study
should reveal wider changes in aspects of society
over the centuries, allowing learners to understand
the most significant characteristics of different ages
and to make comparisons between different periods
of history. The first bullet point in each period
requires learners to develop knowledge and
understanding of the characteristic features of each
period. Learners should be able to identify and
describe events, situations and developments in the
history of public health in Britain. They should
understand the diverse views and experiences of
different groups of people in Britain.
Three issues will be addressed consistently
throughout the study:
• The impact of living conditions on people’s
health
• Attempts to improve public health
The second, third and fourth bullet points in each
period relate directly to these issues.
Learners should be able to explain the ways in which
the following five factors influenced changes and 2
continuities in public health:
• Beliefs, attitudes and values
• Local and national government
• Science and technology
• Urbanisation
• Wealth and poverty
The three issues identified above, and the influence
of the five factors, should be studied in relation to the
four periods of history outlined below.
Where appropriate, the focus should be on change
and continuity within periods, as well as across the
whole time-span.

Periods Learners should study the following content:

Medieval Britain • The characteristic features of medieval Britain: an overview

c.1250–c.1500 • Living conditions: housing, food, clean water and waste.
• Responses to the Black Death: beliefs and actions
• Approaches to public health in late-medieval towns and monasteries
Early Modern • Cultural, social and economic change including the growth of towns: an overview
Britain • Changing living conditions: housing, food, clean water and waste
c.1500–c.1750 • Responses to outbreaks of plague including national plague orders and local
reactions
• The impact of local and national government on public health including measures
to improve the urban environment and the government response to the gin
craze, 1660–1751
Industrial Britain, • Industrialisation, the growth of major cities and political change: an overview
c.1750–c.1900 • Urban living conditions in the early nineteenth century: housing, food, clean
water and waste
• Responses to cholera epidemics
• Public health reform in the nineteenth century including the Public Health Acts
and local initiatives
Britain since • Economic, political, social and cultural change: an overview
c. 1900 • Living conditions and lifestyles: housing, food, air quality and inactivity
• Responses to Spanish Influenza and AIDS
• Growing government involvement in public health including pollution controls,
anti-smoking initiatives and the promotion of healthy lifestyles

© OCR 2015
GCSE (9–1) in History B 9
 Crime and Punishment, c.1250 to present

This thematic study should enable learners to
understand changes and continuities in crime and
punishment in Britain from c.1250 to the present.
The study should reveal wider changes in aspects
of society over the centuries, allowing learners to
understand the most significant characteristics of
2 different ages and to make comparisons between
different periods of history. The first bullet point in
each period requires learners to develop knowledge
and understanding of the characteristic features of
each period. Learners should be able to identify and
describe events, situations and developments in the
history of crime and punishment in Britain. They
should understand the diverse views and experiences
of different groups of people in Britain.
Three issues will be addressed consistently
throughout the study:
• The nature and extent of crime
• The enforcement of law and order
• The punishment of offenders
The second, third and fourth bullet points in each
period relate directly to these issues.
Learners should be able to explain the ways in which
the following five factors influenced changes and
continuities in crime and punishment:
• Belief, attitudes and values
• Wealth and poverty
• Urbanisation
• Government
• Technology
The three issues identified above, and the influence
of the five factors, should be studied in relation to the
four periods of history outlined below.
Where appropriate, the focus should be on change
and continuity within periods, as well as across the
whole time-span.

Periods Learners should study the following content:

Medieval Britain • The characteristic features of medieval Britain: an overview

c.1250–c.1500 • Crimes and criminals in medieval Britain
• Enforcing law and order including policing and different types of court
• Punishing offenders: capital punishment, fines, whipping, public humiliation
and imprisonment
Early Modern Britain • Major religious, political and social changes: an overview
c.1500–c.1750 • The changing nature of crime including vagrancy, moral crime and witchcraft
• Enforcing law and order including secular and church courts and the roles of
different law enforcers
• Changes in punishment including the introduction of the ‘Bloody Code’
Industrial Britain, • The enlightenment, urbanisation and political change: an overview
c.1750–c.1900 • Crimes and criminals in industrial Britain including the increase in crime in
the first half of the nineteenth century
• The introduction and development of the police force
• Changes in punishment including the growth of prisons, transportation to
Australia and prison reform
Britain since c.1900 • Major technological, social and political changes: an overview
• Changes in the crime rate and in types of crime
• Changes in law enforcement including the use of new technology
• Changes in punishment including the abolition of capital punishment and
changes in prisons

 © OCR 2015
10 GCSE (9–1) in History B
Migrants to Britain, c.1250 to present
This thematic study should enable learners to
understand changes and continuities in migration to
Britain from c.1250 to the present. The study should
reveal wider changes in aspects of society over the
centuries, allowing learners to understand the most
significant characteristics of different ages and to
make comparisons between different periods of
history. The first bullet point in each period requires
learners to develop knowledge and understanding of
the characteristic features of each period. Learners
should be able to identify and describe events,
situations and developments in the history of the
movement of different groups to Britain. They should
understand similarities and differences within and
between groups of migrants.
Three issues will be addressed consistently
throughout the study:
• The reasons why people migrated to
Britain
• The experiences of migrants in Britain
• The impact of migrants on Britain
Learners should be able to explain the ways in which
the following five factors influenced changes and
continuities in migration to Britain:
2
• Britain’s connections with the wider world
• Beliefs, attitudes and values
• Government
• Economic forces
• Communications
The three issues identified above, and the influence
of the five factors, should be studied in relation to the
four periods of history outlined below.
Where appropriate, the focus should be on change
and continuity within periods, as well as across the
whole time-span.

Periods Learners should study the following content:

Medieval Britain • The characteristic features of medieval Britain: an overview

c.1250–c.1500 • Jewish communities and their expulsion from England in 1290
• The diversity of migrant communities, including Dutch, Flemish and other
European migrants
• Attitudes towards migrants: official and unofficial responses
Early Modern • The European Reformation and the growth in world trade: an overview
Britain • Protestant refugees including Huguenots and Palatines
c.1500–c.1750 • The diversity of other European migrants including Jews and Gypsies
• Early African and Indian migrants to Britain including free Africans, ayahs and child
servants
Industrial and • Industrialisation and the growth of empire: an overview
Imperial Britain • Large-scale migration from Ireland and the growth of Irish communities
c.1750–c.1900 • Lascars and the growth of Indian, Chinese and African communities
• The diversity of European migrants including Italians and Eastern European Jews
Britain since • World wars, the end of empire and Britain’s changing relationship with Europe and
c.1900 the wider world: an overview
• ‘Aliens’ and refugees during the First and Second World Wars including attacks on
‘enemy aliens’, internment camps and the Kindertransport.
• Commonwealth migrants since the Second World War, including immigration
legislation, racist and anti-racist movements
• Economic migrants, refugees and asylum-seekers since the 1980s

© OCR 2015
GCSE (9–1) in History B 11
 2c. Introduction to the British Depth Study
Centres should choose one British depth study from
the following: The Norman Conquest, 1065–1087;
The Elizabethans, 1580–1603; Britain in Peace and
War, 1900–1918.
Why does the British depth study matter?
2 The depth study provides an opportunity for learners
to focus on a coherent short time span and to learn
about a fascinating period of British history. Each of
the options has been the subject of scholarly debate
and is rich in interpretation. The British depth study
therefore encourages learners to engage with the
range of ways in which history is constructed.
What does the British depth study require?
Each of the depth studies focuses on a period during
which Britain faced severe pressure due to the
possibility, or actuality, of invasion. The depth study
includes a strong political element, providing a
contrast with the thematic study. The depth study
should enable learners to understand the complexity
of British society and the interplay of political,
military, religious, economic, social and cultural forces
within it. Learners should be able to identify and
describe the main features of the society, and should
develop an understanding of the diverse lives
experiences and attitudes of people in Britain at the
time.
The British depth study should enable learners to
understand how and why different interpretations are
constructed. A range of written and visual
interpretations should be studied, including
academic, educational, popular and fictional
interpretations. Learners should be able to frame
their own historical lines of enquiry prompted by the
interpretations they study. These lines of enquiry
should be ones that add to our historical
understanding, by invoking second-order concepts
such as: continuity, change, cause, consequence,
significance, and similarity and difference within
situations.
 © OCR 2015
12
How is the British depth study structured?
For each study, an overall issue has been identified
which should form a central focus of the study:
• The Norman Conquest: ‘the Norman Yoke’
• The Elizabethans: a ‘golden age’
• Britain in Peace and War: the ‘golden age’ of
the pre-war years.
The study is structured around five sections, and, for
each of these, a specific issue has been identified
which should form the focus for study. It is important
to introduce learners to a range of interpretations
which relate to these issues.
Within each section, the specific focus of study should
be on the specified bullet points. The amount of
content in each bullet point is broadly comparable and
this will be reflected in the assessment. It is therefore
important to allocate roughly equal amounts of
teaching time to each bullet point of content.
Centres cannot take the following options together:
The Norman Conquest, 1065–1087 with The First
Crusade, c.1070–1100.
The Elizabethans, 1580–1603 with Aztecs and the
Spanish Conquest, 1519–1535.
Britain in Peace and War, 1900–1918 with Living
under Nazi Rule, 1933–1945.
These combinations are prohibited because both
depth studies cannot be taken from the same era.
GCSE (9–1) in History B
The Norman Conquest, 1065–1087
This depth study should enable learners to
understand the complexity of the Norman Conquest
and the interplay of political, military, religious,
economic, social and cultural forces in England
between 1065 and 1087. Learners should be able to
identify and describe the main features of late
Anglo-Saxon and early Norman England and should
develop an understanding of the diverse lives and
experiences of Saxons and Normans during this
turning point in English history.
The study should enable learners to understand how
and why different interpretations of Norman England
have been constructed. In particular, they should
understand what lies behind the myth of ‘the Norman
Yoke’ and should consider the extent to which the
myth is a reflection of reality. A range of written and
visual interpretations should be studied, including
academic, educational, popular and fictional
interpretations.
2
Learners should study the five sections outlined
below and the interplay between them. In each case,
the focus should be on the specific issue and content
identified in the bullet points.
This option cannot be taken in combination with The
First Crusade, c.1070–1100.

Sections and Issues Learners should study the following content:

England on the eve of the • The nature, structure and diversity of late Anglo-Saxon society
conquest • Religion in late Anglo-Saxon England
• Anglo-Saxon culture: buildings, art and literature
Issue: The character of late
Anglo-Saxon England
Invasion and victory • Norman society, culture and warfare pre-1066
• The succession crisis of 1066
Issue: How and why William
• The battles of Fulford, Stamford Bridge and Hastings
of Normandy became King
of England in 1066
Resistance and response • First uprisings against Norman rule including resistance in the west and
in Mercia
Issue: The establishment of
• Northern resistance and William’s ‘Harrying of the North’
Norman rule between 1067
• The rebellion of Hereward in the east and the end of English resistance
and 1071
Castles • Pre-conquest fortifications and the first Norman castles in England
• The distribution and design of Norman castles in England to 1087
Issue: The nature and
• The purpose of Norman castles in England including their military and
purpose of Norman castles
economic functions
in England to 1087
Conquest and control • Domesday Book, its creation and purpose
• The social structure of Norman England including changes in land
Issue: The impact of the
ownership and the elite
Norman Conquest on
• Changes and continuities: language, laws and Church
English society to 1087

© OCR 2015
GCSE (9–1) in History B 13
 The Elizabethans, 1580–1603
This depth study should enable learners to
understand the complexity of late-Elizabethan society
and the interplay of political, religious, economic,
social and cultural forces within it. Learners should be
able to identify and describe the main features of
late-Elizabethan England and should develop an
2 understanding of the diverse lives and experiences of
the Elizabethans at a time when political, economic
and religious tensions tested the stability of the
kingdom.
The study should enable learners to understand how
and why different interpretations of late-Elizabethan
England have been constructed. In particular, they
should discern the ways in which it has been
interpreted as a ‘golden age’ and the reasons why this
interpretation has been challenged. A range of
written and visual interpretations should be studied,
including academic, educational, popular and fictional
interpretations.
Learners should study the five sections outlined
below and the interplay between them. In each case,
the focus should be on the specific issue and content
identified.
This option cannot be taken in combination with
Aztecs and the Spanish Conquest, 1519–1535.

Sections and Issues Learners should study the following content:

Elizabeth and government
Issue: The power of the queen
Catholics
Issue: The nature and extent of a
Catholic threat
Daily lives
Issue: The nature and dynamics of
Elizabethan society
Popular culture
Issue: “Merry England”?
The wider world
Issue: The nature and significance
of England’s connections with the
wider world
• Elizabeth and her court: patronage, the Privy Council and the
rebellion of the Earl of Essex
• Elizabeth and her parliaments including opposition from Puritans
• Elizabeth and her people including local government and
propaganda
• The enforcement of Elizabeth’s religious settlement after 1580
• Catholic links abroad, plots against Elizabeth, and the Elizabethan
spy network
• Mary Queen of Scots, the Armada and war with Spain
• The contrasting lives of rich, middling and poor Elizabethans
• Family life: husbands and wives, parents and children, wider
kinship
• Poverty: its causes, Elizabethan explanations and responses
• Theatres and their opponents
• The Puritan attack on popular pastimes
• The persecution of witches
• Imperial ambition: the motives and achievements of Elizabethan
adventurers
• Roanoke: England’s attempt at an American colony
• Trade with the east, including first contacts with India

 © OCR 2015
14 GCSE (9–1) in History B
Britain in Peace and War, 1900–1918
This depth study should enable learners to understand
the complexity of early twentieth century British
society and the interplay of political, economic, social
and cultural forces within it. Learners should be able to
identify and describe the main features of the period
and should develop an understanding of the diverse
lives and experiences of the British people at a time
when structures of power and social values established
in the previous century came under attack from several
directions. It concludes by considering how this society
responded to the demands of total war. There is no
requirement to study the experiences of conflict except
in so far as it shaped responses in British society.
century Britain have been constructed.
In particular, they should discern the ways in which
the pre-war years have been interpreted as a ‘golden
age’ and the reasons why this interpretation has been
challenged. A range of written and visual
interpretations should be studied, including
academic, educational, popular and fictional 2
interpretations.
Learners should study the five sections outlined
below and the interplay between them. In each case,
the focus should be on the specific issue and content
identified.

The study should enable learners to understand how This option cannot be taken in combination with
and why different interpretations of early twentieth Living under Nazi Rule, 1933–1945.

Sections and Issues Learners should study the following content:

Wealth • Britain’s power and wealth at the beginning of the twentieth century: an
overview of industry, empire, military strength, technology and cities
Issue: Tensions in
• Class distinctions: the lives of the upper, middle and working classes
Edwardian society
• Rowntree’s investigation into the nature of poverty
Politics • Strengths and weaknesses of the established parties and the rise of the
Labour Party
Issue: Threats to
• The Liberal reforms, the People’s Budget, the clash with the Lords and the
political stability
Parliament Act of 1911
• The challenge from militant labour including the crisis years between 1910
and 1914
Women • Women’s lives at the beginning of the twentieth century
• The campaigns for the vote: suffragists, suffragettes, support and opposition
Issue: The nature and
• The relationship between Government responses and changes to the
extent of support for
campaigns, 1910–1914
women’s suffrage
Empire • Differing attitudes towards the British Empire at the beginning of the
twentieth century including responses to the Boer War
Issue: British attitudes
• India: differing British attitudes toward the Raj, 1900–1914
towards the Empire
• Ireland: differing attitudes to the Home Rule crisis, 1912–1914
War • Government policy and propaganda in response to the changing demands
of war including early recruitment, conscription and DORA
Issue: Responses to the
• Men’s responses to the demands of the war including volunteering, pals’
demands of total war
battalions and conscientious objection
• Women’s responses to the demands of the war including volunteering,
employment and development in the suffrage campaign

© OCR 2015
GCSE (9–1) in History B 15
 2c. Introduction to History Around Us
The study of a site in its historical context is one of
the five studies that make up the GCSE (9–1) and is
worth 20% of the overall marks.
Why does History Around Us matter?
Studying the history around them has much to offer
2 learners. It provides a valuable approach to studying
history, and helps them to find a connection with
people’s lives in the past. For many learners, the
study of an historical site can be the beginning of an
interest in the historic environment that will continue
into adult life.
What does the study of History Around Us require?
The study should enable learners to understand how
the physical features of a selected site and other
supporting sources inform understanding of historical
events and developments. In particular learners
should understand:
• The strengths and weaknesses of the physical
remains of the site as evidence about its past
• How the site fits into is wider historical context.
As part of the study of the site, it may be beneficial to
learners to look at a variety of sources e.g. artefacts,
images, documents and oral history, in order to
develop wider contextual understanding of the site.
However, no sources other than the site will be
targeted in assessment.
How is the study of History Around Us structured?
In order to provide centres with maximum flexibility,
the specification allows centres to choose the site
to be studied. Centres must, however, ensure that
their chosen site supports the learning intentions
identified above and meets the specific criteria listed
in the table on the opposite page. The selected site
must not be directly linked to other topics studied.
The chosen site could be:
• from any period of prehistory or history
• on any scale, ranging from a small medieval
church to an entire eighteenth century town
• an iconic site such as the Tower of London or
Stonehenge, or a relatively unknown site such
as a local Iron Age hill fort or an abandoned
Second World War airbase
 © OCR 2015
16
• located within walking distance of the centre
or at a distance from the centre (including
abroad)
• the focus of considerable interpretation or
completely without interpretation.
It is desirable that learners investigate the chosen
site by undertaking fieldwork, but this is not a
requirement of the specification. To make visits
manageable and to help in meeting the
criteria opposite, it is acceptable to concentrate
on one important part of large or complex sites.
Centre’s must choose their own site and all sites must
be checked by OCR. Centres must use the History
Around Us Site Proposal Form to submit their chosen
site, along with the centre’s choice of Component
Groups 1 and 3 topics, to OCR for approval. Please
remember that your chosen site must not be directly
linked to other topics studied.
You can access the History Around Us Site Proposal
Form through the OCR website (see also Appendix
5d). Centres must submit their History Around Us Site
Proposal Form every series even if the site studied
has been approved previously. Please ensure that the
History Around Us Site Proposal Form is submitted to
OCR before 31 January in the year of entry.
OCR will verify the site to be studied and will
confirm to the centres that it is appropriate and
meets the specific criteria on the opposite page.
OCR consultants may contact centres requesting
further information in order to be able to confirm the
appropriateness of the site. Centres must wait until
they have received confirmation from OCR that the
chosen site is suitable before teaching the History
Around Us component begins.
More information about the deadlines for submitting
the form and expected turnaround times can be
found in the OCR Admin Guide and Entry Codes:
14–19 Qualifications, which can be downloaded from
the OCR website: www.ocr.org.uk.
GCSE (9–1) in History B
 Criteria for the site study
The study of the selected site must focus on the relationship between the site, other historical sources and
the aspects listed in a) to n) below. It is therefore essential that centres choose a site that allows learners to
use its physical features, together with other historical sources as appropriate, to understand all of the
following:

a) The reasons for the location of the site within its surroundings 2
b) When and why people first created the site

c) The ways in which the site has changed over time

d) How the site has been used throughout its history

e) The diversity of activities and people associated with the site

f) The reasons for changes to the site and to the way it was used

g) Significant times in the site’s past: peak activity, major developments, turning points

h) The significance of specific features in the physical remains at the site

i) The importance of the whole site either locally or nationally, as appropriate

j) The typicality of the site based on a comparison with other similar sites

k) What the site reveals about everyday life, attitudes and values in particular periods of history

l) How the physical remains may prompt questions about the past and how historians frame these as
valid historical enquiries

m) How the physical remains can inform artistic reconstructions and other interpretations of the site

n) The challenges and benefits of studying the historic environment

© OCR 2015
GCSE (9–1) in History B 17
 2c. Introduction to the Period Study
Centres should choose one period study from the
following: Viking Expansion, c.750–c.1050; The
Mughal Empire, 1526–1707; The Making of America,
1789–1900.
Why does the period study matter?
2 The period study offers learners the opportunity to
study a wider world society during a particularly
interesting period in its history. It enables learners to
focus on the relationships between different cultures
at times of great upheaval and to consider the
experiences and perspectives of different individuals
and groups of people in the past.
What does the period study require?
Each of the options focuses on a considerable
time span and requires learners to understand
the unfolding narrative of a particular society
and the forces at work within it. Learners should
be able to identify, describe and explain events,
situations and developments relating to the
unfolding narrative and the interactions between
different cultures. The period study requires
learners to understand second order historical
concepts, including: changes and continuities over
time; the causes and consequences of historical
events and developments; the historical significance
of people, events and developments. Learners
 © OCR 2015
18
should be able to identify and describe the main
features of the unfolding narrative, and should
develop an understanding of the diverse lives and
experiences of people from different cultures.
How is the period study structured?
Each study is structured around five sections which
help to define the period. In most cases the sections
are organised chronologically; however, where it
helps historical understanding, some sections cover
the same time-span and run in parallel.
Within each section, the specific focus of study
should be on the specified bullet points. Most bullet
points are designed to take forward the narrative, but
‘situational’ bullet points (e.g. Viking warfare or Shah
Jahan’s patronage of the arts) are used provide a
change of pace and to deepen historical
understanding.
Despite the fact that the span of history covered by
different bullet points may vary, the amount of
content in each bullet point is designed to be broadly
comparable and this will be reflected in the
assessment. It is therefore important to allocate
roughly equal amounts of teaching time to each
bullet point of content.
GCSE (9–1) in History B
Viking Expansion, c.750–c.1050
This period study follows the unfolding narrative of
the expansion of the Viking world from the first Viking
settlement in Russia around 750 to the end of the
Viking age around 1050. After an initial focus on the
Vikings in their homelands of Scandinavia, the study
follows the Vikings’ expansion in the east (Volga
Vikings) before pursuing the unfolding narrative of
their expansion in the west. Learners will need to
understand the nature of Viking expansion with a
particular focus on warfare, trade and settlement.
Learners should be able to identify, describe and
explain events, situations and developments
relating to the nature of the Vikings’ expansion
and their interactions with different cultures. While
this narrative defies any neat chronology, its
overlapping developments should be studied
through the five sections outlined below. In each 2
of the sections the focus should be on the specific
content identified.

Sections Learners should study the following content:

Homelands • The Vikings in Scandinavia: landscape, society and everyday life

• Viking ships, seafaring and trade c.750
• Viking beliefs and rituals
Volga Vikings • The changing nature of Viking (Rus) trade and settlement in Russia from c.750
• The nature of Viking trade and interaction with the Arab world
• Viking relations with Constantinople and the Byzantine Empire
Raiders and • The nature and causes of Viking raids in Britain, Ireland, the Scottish Islands
Invaders and France, 793–850
• The nature of Viking warfare: warships, warriors and tactics
• The ‘great heathen army’ in England and the establishment of Danelaw,
865–879
Settlers • The nature and extent of Viking settlement in the British Isles and France
• Viking life in Jorvik
• The nature and extent of Viking settlement across the Atlantic including
Iceland, Greenland and North America
Kings • Harald Bluetooth, Jelling and the conversion of the Vikings to Christianity
• Svein Forkbeard and his invasions of England
• Cnut’s Anglo-Scandinavian Empire, 1016–1035

© OCR 2015
GCSE (9–1) in History B 19
 The Mughal Empire, 1526–1707
This period study follows the unfolding narrative of Learners should be able to identify, describe and
Mughal power in India from 1526 to 1707, and in explain events, situations and developments relating
particular, the role of the first six emperors. Learners to the nature of the empire and the role of the
will need to understand the nature of the Mughal emperors. They should study the unfolding narrative
Empire in these years and be able to evaluate the role through the five sections outlined below. In each of
of the emperors in shaping its development. There the sections the focus should be on the specific
2 are three consistent themes: the extension of the content identified.
empire’s territory; the rule of the emperors and its
impact on the people; the personalities and
enthusiasms of the emperors especially in religion,
the arts and architecture.

Sections Learners should study the following content:

The First Mughal • Babur and his invasion of northern India: the beginning of the Mughal
Emperors, 1526–1556 Empire, 1526–1530
• The nature of the prize: northern India and its people c.1530
• Humayun, his struggle to retain control, and the condition of the Mughal
Empire by 1556
Akbar, 1556–1605 • Akbar and the extension of the Mughal Empire during his reign, 1556–1605
• Akbar’s court and his imperial administration
• Akbar’s search for knowledge and his religious policies
Jahangir, 1605–1627 • Jahangir, the influence of his wife Nur Jahan, and the impact of their rule
• The Mughal economy and European traders
• Jahangir’s patronage of painting and the development of the Mughal
miniature
Shah Jahan, 1627–1658 • Shah Jahan, the luxury of his court and the nature of his rule
• Shah Jahan’s patronage of building including the Taj Mahal and his new
capital in Delhi
• Shah Jahan’s wars to extend the empire and the war of succession between
Dara and Aurangzeb
Aurangzeb 1658–1707 • Aurangzeb and the impact of his religious piety
• Aurangzeb’s campaigns against the Marathas in the Deccan from 1681 and
the consequences of these
• The condition of the Mughal Empire at Aurangzeb’s death in 1707

 © OCR 2015
20 GCSE (9–1) in History B
The Making of America, 1789–1900
This period study follows the unfolding narrative of
the making of America from the inauguration of the
first president in 1789 to the end of the nineteenth
century when the USA was set to become the world’s
dominant power. Learners will need to understand
how and why American territory expanded during
these years and the relationship between this
expansion and the cultures of indigenous Americans,
African Americans and white Americans.
Learners should be able to identify, describe and
explain events, situations and developments relating
to these three cultures and the conflicts that arose
between 1789 and 1900. They should study the
unfolding narrative through the five sections outlined
below. In each of the sections the focus should be on
the specific content identified. Learners will not be 2
required to demonstrate an understanding of political
events other than ones which relate directly to the
identified issues.

Sections Learners should study the following content:

America’s expansion • How and why the USA expanded, from 1789 to 1838
1789–1838 • The expansion of southern cotton plantations and of slavery, 1793–1838
• The removal of indigenous people from the east, 1830–1838
The West • The culture of the Plains Indians including a case study of the Lakota Sioux
1839–1860 • The journeys of the early migrants to California and Oregon; the Mormon
settlement of Utah
• The nature and impact of the Californian Gold Rush (1848–1849) and the
consequences of the Pikes Peak Gold Rush (1858–1859)
Civil War and • Divisions over slavery and the causes of the Civil War
Reconstruction • The African American experience of the Civil War, 1861–1865
1861–1877 • Reconstruction and continuing limitations to African American liberty
Settlement and conflict • The causes and nature of white American exploitation of the Plains:
on the Plains railroads, ranches and cow towns
1861–1877 • Homesteaders: living and farming on the Plains
• The Indian Wars including Little Crow’s War (1862), Red Cloud’s War
(1865–1868) and the Great Sioux War (1876–1877)
American cultures • Changes to the Plains Indians’ way of life including the impact of
1877–1900 reservations and the destruction of the buffalo
• The impact of economic, social and political change on the lives of African
Americans
• The growth of big business, cities and mass migration

© OCR 2015
GCSE (9–1) in History B 21
 2c. The World Depth Study
Centres should choose one world depth study from
the following: The First Crusade, c.1070–1100; Aztecs
and the Spanish Conquest, 1519–1535; Living under
Nazi Rule, 1933–1945.
Why does the world depth study matter?
2 The world depth study enables learners to develop an
understanding of a traumatic short period in world
history when different cultures or ideologies were in
conflict. Each of the options is rich in contemporary
sources and has been the subject of a wide range of
interpretations. The world depth study therefore
encourages learners to engage with the nature of
evidence and the ways in which history is
constructed.
What does the world depth study require?
The depth study requires learners to understand
the interplay of political, military, religious, economic,
social and cultural forces that bring societies and
cultures into conflict. Learners should be able to
identify and describe the main features of the
different societies and cultures, and should develop
an understanding of the diverse experiences of
people at a time of conflict and trauma.
The world depth study should enable learners to
analyse and evaluate a wide range of historical
sources including documents, visual sources,
artefacts, sites and oral testimony, as appropriate. In
addition, learners should also be required to
understand how and why different interpretations are
constructed. A range of written and visual
interpretations should be studied, including
academic, educational, popular and fictional
interpretations.
 © OCR 2015
22
How is the world depth study structured?
Each study is structured around five sections. In most
cases the sections are organised chronologically;
however, where it helps historical understanding,
some sections cover the same time-span and run in
parallel.
Within each section, the specific focus of study should
be on the specified bullet points. Some bullet points
have a narrative structure and are designed to engage
learners with particular events and developments.
Others deepen learners’ understanding by exploring
particular features and situations.
Within each section, the specific focus of study
should be on the specified bullet points. Despite the
fact that the span of history covered by different
bullet points may vary, the amount of content in each
bullet point is designed to be broadly comparable and
this will be reflected in the assessment. It is therefore
important to allocate roughly equal amounts of
teaching time to each bullet point of content.
Centres cannot take the following options together:
The Norman Conquest, 1065–1087 with The First
Crusade, c.1070–1100.
The Elizabethans, 1580–1603 with Aztecs and the
Spanish Conquest, 1519–1535.
Britain in Peace and War, 1900–1918 with Living
Under Nazi Rule, 1933–1945.
These combinations are prohibited because both
depth studies cannot be taken from the same era.
GCSE (9–1) in History B
The First Crusade, c.1070–1100

This world depth study should enable learners to
understand the causes, events and impact of the First
Crusade. It explores the interplay of political, military,
economic, social, religious and cultural forces that
shaped the relationship between the Islamic world,
the Byzantine Empire and Latin Christendom during
the period c.1070–1100.
Learners should be able to identify and describe the
main events of the First Crusade and should develop
an understanding of the diverse lives and experiences
of Muslims and Christians at that time.
The study should enable learners to engage with a
range of historical sources that shed light on the
First Crusade. It should also enable learners to
understand different interpretations of aspects
of the crusade.
Learners should study the five sections outlined 2
below and the interplay between them. In each case,
the focus should be on the specific content identified.
This option cannot be taken in combination with The
Norman Conquest, 1065–1087.

Sections Learners should study the following content:

Origins • The Islamic world, including its diversity and its relations with Christians
c.1070–1095 • Pressures on the Byzantine Empire
• Latin Christendom and the power of the papacy
Responses • Urban II and the preaching of the First Crusade
November 1095 to • Joining the First Crusade: who went and why
December 1096 • The People’s Crusade and the challenges it faced
Into Asia Minor • Alexios I and his negotiations with the crusade leaders
December 1096 to • The siege of Nicaea and the Battle of Dorylaeum: the nature of Christian
October 1097 and Muslim warfare
• The journey across Asia Minor: physical challenges and disunity among the
leadership
Antioch • The siege by the crusaders
October 1097 to • The capture of Antioch: rivalries, strategies and atrocities
June 1098 • The events of June and the defeat of Kerbogha
Jerusalem • Disputes, delays and the journey to Jerusalem
July 1098 to July 1100 • The capture of Jerusalem: preparations, tactics and the sack of the city
• The establishment of the Kingdom of Jerusalem and the Muslim response

© OCR 2015
GCSE (9–1) in History B 23
 Aztecs and the Spanish Conquest, 1519–1535
This world depth study should enable learners to
understand nature of the Aztec Empire in the reign of
Moctezuma and the events following the Spanish
invasion of Mexico in 1519. It explores the interplay
of political, military, economic, social, religious and
cultural forces that shaped the Aztec Empire and that
2 determined the relationship between the Aztecs and
the Spaniards after 1519.
Learners should be able to identify and describe the
main features of the Aztec Empire and the Spanish
conquest, and should develop an understanding of
the diverse lives and experiences of people during the
period 1519–1535.
The study should enable learners to engage with a
range of historical sources that shed light on the
Aztecs and the Spanish conquest. It should also
enable learners to understand different
interpretations of aspects of the Aztec Empire and
the Spanish conquest.
Learners should study the five sections outlined
below and the interplay between them. In each
case, the focus should be on the specific content
identified.
This option cannot be taken in combination with The
Elizabethans, 1580–1603.

Sections Learners should study the following content:

Moctezuma’s Empire • The extent and nature of Moctezuma’s Aztec empire in 1519
• The wealth of empire: agriculture, crafts and trade
• Centre of empire: the splendour of Tenochtitlan
Controlling the Empire • Territorial expansion and the nature of warfare
• Land, tribute and the role of elites
• Aztec religion including beliefs, temples and sacrifice
Encounters • Motives for Spanish expansion into the Caribbean and central America
• Cortés: his expedition to Mexico and first encounter with the Aztecs,
February 1519 to April 1519
• Dissatisfaction among Aztec subjects and Spanish alliances
Conquest, 1519–1521 • The Spanish in Tenochtitlan and the relationship between Cortés and
Moctezuma
• Hostilities: the capture and death of Moctezuma, and the Spanish flight
from the city on 1 July 1520
• The siege of Tenochtitlan and reasons for the Spanish victory
The birth of New Spain • The nature and impact of Spanish rule, including the Encomienda and the
reorganisation of the tribute system
• The role and conduct of the Church
• Transformation of landscape and people: grazing animals, ecological
devastation and mestizos

 © OCR 2015
24 GCSE (9–1) in History B
Living under Nazi Rule, 1933–1945
This world depth study should enable learners to
understand the impact of the Nazi dictatorship on
people’s lives both within Germany and across
occupied Europe. It explores the interplay of political,
economic, social, racial and cultural forces at work in
these societies.
Learners should be able to identify and describe the
main features of the period and should develop an
understanding of the diverse lives and experiences of
people during this traumatic time. Learners will not
be required to demonstrate an understanding of the
events of the Second World War other than ones
which relate directly to the identified issues.
The study should enable learners to engage with a
range of historical sources that shed light on people’s
experiences of living under Nazi rule. It should also
enable learners to understand different
interpretations of aspects of life under Nazi rule.
Learners should study the five sections outlined 2
below and the interplay between them. In each case,
the focus should be on the specific content identified.
This option cannot be taken in combination with
Britain in Peace and War, 1900–1918.

Sections Learners should study the following content:

Dictatorship • Hitler and the Nazi Party in January 1933

• Establishing the dictatorship, January 1933 to July 1933
• Achieving total power, July 1933 to August 1934
Control and • The machinery of terror including the SS, the law courts, concentration camps and
Opposition, the Gestapo
1933–1939 • The range and effectiveness of Nazi propaganda
• Opposition to Nazi rule including the Left, church leaders and youth groups
Changing • Work and home: the impact of Nazi policies on men and women
Lives, • The lives of young people in Nazi Germany including education and youth
1933–1939 movements
• Nazi racial policy: the growing persecution of Jews
Germany in • The move to a war economy and its impact on the German people, 1939–1942
War • Growing opposition from the German people including from elements within the army
• The impact of total war on the German people, 1943–1945
Occupation • The contrasting nature of Nazi rule in eastern and western Europe
• The Holocaust, including the Einsatzgruppen, ghettos and the death camps
• Responses to Nazi rule: collaboration, accommodation and resistance

© OCR 2015
GCSE (9–1) in History B 25
 2d. Prior knowledge, learning and progression
Learners in England who are beginning a GCSE (9–1)
course are likely to have followed a Key Stage 3
programme of study. No prior knowledge of this
subject is required.
This qualification provides the ideal foundation for
learners to progress to OCR AS and A Level History A.
Find out more at www.ocr.org.uk

GCSEs are qualifications that enable learners to progress

2 to further qualifications either Vocational or General.

 © OCR 2015
26 GCSE (9–1) in History B
3 Assessment of GCSE (9–1) in History B (Schools
History Project)
3a. Forms of assessment
OCR’s GCSE (9–1) History B (SHP) consists of three component groups, where learners take one component
from each group. All components are externally assessed.
Component group 1 (Components 11–19)
The Thematic Study
The thematic study forms the first half of Paper 1:
British History, and is worth 20% of the GCSE (9–1).
The nature of the exam requires learners to
demonstrate knowledge and understanding of the
chosen theme within the context of wider changes in
society. The emphasis is on historical knowledge and
conceptual understanding. The assessment is
designed to be both accessible and challenging. In
each year, questions address a wide range of
specification content and reward learners for drawing
on any relevant knowledge.
Question 1 requires learners to show factual recall by
answering three questions that target knowledge of
significant detail from across the periods. Typical stems
include “Give one example of . . .”, “Name one . . .”,
The British Depth Study
The British depth study forms the second half of
Paper 1: British History, and is worth 20% of the GCSE
(9–1). The nature of the exam requires learners to
analyse, evaluate and make substantiated judgements
about historical interpretations. The assessment is
designed to be both accessible and challenging. In
each year, questions address a wide range of
specification content and reward learners for drawing
on any relevant knowledge.
Question 6a requires analysis of a single interpretation.
The emphasis in the task is on identifying and analysing
features in the interpretation based on contextual
knowledge and understanding. The task will provide a
specific focus e.g. “In Interpretation A the artist . . .
Identify and explain one way in which the artist does
this.”
© OCR 2015
GCSE (9–1) in History B
Question 2 requires learners to create their own 3
structured account, selecting, organising and
communicating their knowledge and understanding in
a written narrative that is either chronological or that
summarises a historical situation at a given point. This
should be arranged by attention to second-order
concepts such as, cause, consequence or similarity and
difference. The stem used here will always be: “Write a
clear and organised summary that analyses. . .”
Question 3 is an explanation task. Typical stems include:
“Why . . .?”, “Why did . . .?”, “What was the impact of
. . .?”, “What caused . . .?” “Why do you think . . .?”
Question 4/5 offers a choice from two questions. This
is a judgement task in response to a question asking
“How far” the learner agrees with a given statement.
Question 6b requires learners to identify an area of
further research into an aspect of the historical
situation or issue that is the focus of question 6a.
They must also justify their choice. The stem will
usually be “If you were asked to do further research
on [Interpretation A], what would you choose
to investigate? Explain how this would help us to
analyse and understand [topic in 6a].”
Question 7 requires learners to explain how far and
why two given interpretations differ. A typical stem is
“Interpretations B and C both focus on . . . . How far do
they differ and what might explain any differences?”
Question 8/9 offers a choice from two questions. This
is a judgement task in response to a question asking
“How far” the learner agrees with a quotation from a
particular interpretation.
27
 Component group 2 (Component 21)
History Around Us
The site study is assessed in a separate exam paper
and is worth 20% of the GCSE (9–1). The exam requires
learners to use the physical remains of the site and
contextual knowledge to answer two questions from a
choice of three.
Learners will be required to state the name of the site
they have studied at the start of each answer.
3 The questions will be based on the aspects listed in the
criteria for the selection of the site and the additional
historical sources. Each question will combine
elements from two or more aspects of the criteria.
Learners will be expected to use their knowledge and
understanding of the site to analyse and evaluate it in
Component group 3 (Components 31–39)
The Period Study
The period study forms the first half of Paper 2:
World History, and is worth 20% of the GCSE (9–1). The
nature of the exam requires learners to demonstrate
knowledge and understanding and to explain and
analyse historical events in the period studied
using second-order concepts, including changes
and continuities, causes and consequences, and
significance. The assessment is designed to be both
accessible and challenging. In each year, questions
address a wide range of specification content and
reward learners for drawing on any relevant knowledge.
Question 1 requires learners to show factual recall by
answering three questions that target knowledge of
significant detail from across the sections. Typical stems
include “Give one example of . . .”, “Name one . . .”,
The World Depth Study
The world depth study forms the second half of Paper
3: World History, and is worth 20% of the GCSE (9–1).
The nature of the exam requires learners to analyse
and evaluate historical sources and interpretations and
to reach substantiated judgments in response to views
expressed in, or quotations from, historical
interpretations. The assessment is designed to be both
accessible and challenging. In each year, questions
address a wide range of specification content and
 © OCR 2015
28
terms of the specific question set. The questions stems
will vary, but the task will always state: “Use physical
features of the site as well as your own knowledge, to
support your answer”.
In their responses, learners should be able to identify
clearly which period(s) in their site’s history they are
discussing. This could be shown by the use of dates or
terms such as ‘in the period after 1750 . . .’ or ‘in the
late fourteenth century . . .’ or ‘after the Reformation’.”
There will be an additional 10 marks available for
spelling, punctuation and grammar and the use of
specialist terminology. Please see Section 3e for more
information.
Question 2 requires learners to create their own
structured account, selecting, organising and
communicating their knowledge and understanding in
a written narrative that is either chronological or that
summarises a historical situation at a given point. This
should be arranged by attention to second-order
concepts such as, cause, consequence or similarity and
difference.. The stem used here will always be: “Write
a clear and organised summary that analyses . . .”
Question 3 is an explanation task. Typical stems include:
“Why . . .?”, “Why did . . .?”, “What was the impact of
. . .?”, “What caused . . .?” “Why do you think . . .?”
Question 4/5 offers a choice from two questions. This
is a judgment task in response to a question asking
“How far” the learner agrees with a given statement.
reward learners for drawing on any relevant
knowledge.
Question 6 learners will be given a single source to
analyse. Contextual information may be given but
learners will be expected to go beyond this and use
their own knowledge as well as internal features of the
source to answer the question. The stem will always
be “What can this extract/data/object(s)/picture/
GCSE (9–1) in History B
photograph etc. tell us about . . .?” In your answer
refer to the extract/data/object(s)/picture/
photograph and your own knowledge.”
Question 7 learners will be asked how useful a
collection of sources/interpretations is for a
given line of enquiry. The stem for the task will
always be “How useful are B, C and D for a historian
studying X ?”.
Question 8/9 offers a choice from two questions. This
is a judgement task in response to a question asking
“How far” the learner agrees with a view from a
particular interpretation.

3b. Assessment objectives (AOs)

There are 4 Assessment Objectives in OCR’s GCSE Learners are expected to demonstrate their
(9–1) in History B (SHP). These are detailed in the ability to:
table below.
3
Assessment Objective

AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods
studied.
AO2 Explain and analyse historical events and periods studied using second-order historical concepts.
AO3 Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements,
in the context of historical events studied.
AO4 Analyse, evaluate and make substantiated judgements about interpretations (including how and why
interpretations may differ) in the context of historical events studied.

AO weightings in OCR’s GCSE (9–1) in History B (SHP)

The relationship between the Assessment Objectives and the components are shown in the following table:

% of overall GCSE (9–1) in History B (J411)

Component
AO1 AO2 AO3 AO4

Thematic study with British depth study 14% 13.5% 0 12.5%

(J411/11–19)
History Around Us (J411/21) 6% 4% 10% 0
Period study with world depth study (J411/31–39) 15% 17.5% 5% 2.5%
Total 35% 35% 15% 15%

3c. Assessment availability

There will be one examination series available each This specification will be certificated from the June
year in May/June to all learners. 2018 examination series onwards.

All examined components must be taken in the

same examination series at the end of the course.
© OCR 2015
GCSE (9–1) in History B 29
 3d. Retaking the qualification
Learners can retake the qualification as many times
as they wish. They retake all components of the
qualification.
3e. Assessment of extended response
The assessment materials for this qualification
provide learners with the opportunity to demonstrate
their ability to construct and develop a sustained and
3
3f. Spelling, punctuation and grammar and the use
of specialist terminology
In the specification as a whole, 5 per cent of the
marks will be used to credit the accuracy of learners’
spelling, punctuation and grammar and their use of
specialist terminology (SPaG).
There will be 10 marks available for SPaG in Paper 2:
History Around Us. These marks for SPaG are in
addition to the total 200 marks for the assessment of
3g. Synoptic assessment
• Synoptic assessment is the learner’s
understanding of the connections between
different elements of the subject. It involves
the explicit drawing together of knowledge,
skills and understanding within different parts
of the GCSE (9–1) course.
• The emphasis of synoptic assessment is to
encourage the understanding of History as a
discipline.
3h. Calculating qualification results
A learner’s overall qualification grade for OCR GCSE
(9–1) in History B (SHP) will be calculated by adding
together their marks from the three components
taken to give their total weighted mark. This mark will
 © OCR 2015
30
coherent line of reasoning and marks for extended
responses are integrated into the marking criteria.
GCSE (9–1) History B (SHP). The tasks in which SPaG is
assessed will be extended responses and will be
clearly indicated in assessment materials.
The marking expectations for spelling, punctuation
and grammar and the use of specialist terminology
(SPaG) can be found at the back of the mark schemes
for these papers.
• The SHP principles have governed content
selection so that the taught course has a
diversity of subject matter that reflects a range
of concerns and content involved in the study
of history.
• The combination of the different elements that
make up GCSE (9–1) History B (SHP) provide a
balance of overview and depth integrated with
historical methodology that together promote
the understanding of history as a discipline.
then be compared to the qualification level grade
boundaries for the entry option taken and for the
relevant exam series to determine the overall
qualification grade.
GCSE (9–1) in History B
4 Admin: What you need to know

The information in this section is designed to
give an overview of the processes involved in
administering this qualification so that you can speak
to your exams officer. All of the following processes
require you to submit something to OCR by a specific
deadline. More information about these processes,
together with the deadlines, can be found in the OCR
Admin Guide and Entry Codes: 14–19 Qualifications,
which can be downloaded from the OCR website:
www.ocr.org.uk

4a. Pre-assessment
Estimated entries

Estimated entries are your best projection of the should be submitted to OCR by the specified
number of learners who will be entered for a deadline. They are free and do not commit your
qualification in a particular series. Estimated entries centre in any way.

Final entries
Final entries provide OCR with detailed data for each
learner, showing each assessment to be taken. It is
essential that you use the correct entry code,
considering the relevant entry rules.
4
Final entries must be submitted to OCR by the
published deadlines or late entry fees will apply.
All learners taking GCSE (9–1) History B (SHP) must
be entered for one of the following entry options:

Entry option Components

Entry code Title Code Title Assessment type

J411 AA History B (SHP) 11 The People’s Health, c.1250 to present External Assessment
option AA with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
32 Viking Expansion, c.750–c.1050 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 AB History B (SHP) 11 The People’s Health, c.1250 to present External Assessment
option AB with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
33 Viking Expansion, c.750–c.1050 with External Assessment
Living under Nazi Rule, 1933–1945
J411 AC History B (SHP) 11 The People’s Health, c.1250 to present External Assessment
option AC with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
35 The Mughal Empire, 1526–1707 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535

© OCR 2015
GCSE (9–1) in History B 31
 Entry option Components

Entry code Title Code Title Assessment type

J411 AD History B (SHP) 11 The People’s Health, c.1250 to present External Assessment
option AD with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
36 The Mughal Empire, 1526–1707 with External Assessment
Living under Nazi Rule, 1933–1945
J411 AE History B (SHP) 11 The People’s Health, c.1250 to present External Assessment
option AE with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
38 The Making of America, 1789–1900 with External Assessment
4 Aztecs and the Spanish Conquest,
1519–1535
J411 AF History B (SHP) 11 The People’s Health, c.1250 to present External Assessment
option AF with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
39 The Making of America, 1789–1900 with External Assessment
Living under Nazi Rule, 1933–1945
J411 BA History B (SHP) 12 The People’s Health, c.1250 to present External Assessment
option BA with The Elizabethans, 1580–1603
21 History Around Us External Assessment
31 Viking Expansion, c.750–c.1050 with The External Assessment
First Crusade, c.1070–1100
J411 BB History B (SHP) 12 The People’s Health, c.1250 to present External Assessment
option BB with The Elizabethans, 1580–1603
21 History Around Us External Assessment
33 Viking Expansion, c.750–c.1050 with External Assessment
Living under Nazi Rule, 1933–1945
J411 BC History B (SHP) 12 The People’s Health, c.1250 to present External Assessment
option BC with The Elizabethans, 1580–1603
21 History Around Us External Assessment
34 The Mughal Empire, 1526–1707 with The External Assessment
First Crusade, c.1070–1100

 © OCR 2015
32 GCSE (9–1) in History B
 Entry option Components

Entry code Title Code Title Assessment type

J411 BD History B (SHP) 12 The People’s Health, c.1250 to present External Assessment
option BD with The Elizabethans, 1580–1603
21 History Around Us External Assessment
36 The Mughal Empire, 1526–1707 with External Assessment
Living under Nazi Rule, 1933–1945
J411 BE History B (SHP) 12 The People’s Health, c.1250 to present External Assessment
option BE with The Elizabethans, 1580–1603
21 History Around Us External Assessment
37 The Making of America, 1789–1900 with External Assessment
The First Crusade, c.1010–1100 4
J411 BF History B (SHP) 12 The People’s Health, c.1250 to present External Assessment
option BF with The Elizabethans, 1580–1603
21 History Around Us External Assessment
39 The Making of America, 1789–1900 with External Assessment
Living under Nazi Rule, 1933–1945
J411 CA History B (SHP) 13 The People’s Health, c.1250 to present External Assessment
option CA with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
31 Viking Expansion, c.750–c.1050 with The External Assessment
First Crusade, c.1070–1100
J411 CB History B (SHP) 13 The People’s Health, c.1250 to present External Assessment
option CB with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
32 Viking Expansion, c.750–c.1050 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 CC History B (SHP) 13 The People’s Health, c.1250 to present External Assessment
option CC with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
34 The Mughal Empire, 1526–1707 with The External Assessment
First Crusade, c.1070–1100

© OCR 2015
GCSE (9–1) in History B 33
 Entry option Components

Entry code Title Code Title Assessment type

J411 CD History B (SHP) 13 The People’s Health, c.1250 to present External Assessment
option CD with Britain in Peace and War, 1900–1918
21 History Around Us External Assessment
35 The Mughal Empire, 1526–1707 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 CE History B (SHP) 13 The People’s Health, c.1250 to present External Assessment
option CE with Britain in Peace and War, 1900–1918
21 History Around Us External Assessment
4 37 The Making of America, 1789–1900 with External Assessment
The First Crusade, c.1010–1100
J411 CF History B (SHP) 13 The People’s Health, c.1250 to present External Assessment
option CF with Britain in Peace and War, 1900–1918
21 History Around Us External Assessment
38 The Making of America, 1789–1900 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 DA History B (SHP) 14 Crime and Punishment, c.1250 to present External Assessment
option DA with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
32 Viking Expansion, c.750–c.1050 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 DB History B (SHP) 14 Crime and Punishment, c.1250 to present External Assessment
option DB with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
33 Viking Expansion, c.750–c.1050 with External Assessment
Living under Nazi Rule, 1933–1945
J411 DC History B (SHP) 14 Crime and Punishment, c.1250 to present External Assessment
option DC with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
35 The Mughal Empire, 1526–1707 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535

 © OCR 2015
34 GCSE (9–1) in History B
 Entry option Components

Entry code Title Code Title Assessment type

J411 DD History B (SHP) 14 Crime and Punishment, c.1250 to present External Assessment
option DD with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
36 The Mughal Empire, 1526–1707 with External Assessment
Living under Nazi Rule, 1933–1945
J411 DE History B (SHP) 14 Crime and Punishment, c.1250 to present External Assessment
option DE with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
38 The Making of America, 1789–1900 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
4
J411 DF History B (SHP) 14 Crime and Punishment, c.1250 to present External Assessment
option DF with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
39 The Making of America, 1789–1900 with External Assessment
Living under Nazi Rule, 1933–1945
J411 EA History B (SHP) 15 Crime and Punishment, c.1250 to present External Assessment
option EA with The Elizabethans, 1580–1603
21 History Around Us External Assessment
31 Viking Expansion, c.750–c.1050 with The External Assessment
First Crusade, c.1070–1100
J411 EB History B (SHP) 15 Crime and Punishment, c.1250 to present External Assessment
option EB with The Elizabethans, 1580–1603
21 History Around Us External Assessment
33 Viking Expansion, c.750–c.1050 with External Assessment
Living under Nazi Rule, 1933–1945
J411 EC History B (SHP) 15 Crime and Punishment, c.1250 to present External Assessment
option EC with The Elizabethans, 1580–1603
21 History Around Us External Assessment
34 The Mughal Empire, 1526–1707 with The External Assessment
First Crusade, c.1070–1100
J411 ED History B (SHP) 15 Crime and Punishment, c.1250 to present External Assessment
option ED with The Elizabethans, 1580–1603
21 History Around Us External Assessment
36 The Mughal Empire, 1526–1707 with External Assessment
Living under Nazi Rule, 1933–1945

© OCR 2015
GCSE (9–1) in History B 35
 Entry option Components

Entry code Title Code Title Assessment type

J411 EE History B (SHP) 15 Crime and Punishment, c.1250 to present External Assessment
option EE with The Elizabethans, 1580–1603
21 History Around Us External Assessment
37 The Making of America, 1789–1900 with External Assessment
The First Crusade, c.1010–1100
J411 EF History B (SHP) 15 Crime and Punishment, c.1250 to present External Assessment
option EF with The Elizabethans, 1580–1603
21 History Around Us External Assessment
39 The Making of America, 1789–1900 with External Assessment
4 Living under Nazi Rule, 1933–1945
J411 FA History B (SHP) 16 Crime and Punishment, c.1250 to present External Assessment
option FA with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
31 Viking Expansion, c.750–c.1050 with The External Assessment
First Crusade, c.1070–1100
J411 FB History B (SHP) 16 Crime and Punishment, c.1250 to present External Assessment
option FB with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
32 Viking Expansion, c.750–c.1050 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 FC History B (SHP) 16 Crime and Punishment, c.1250 to present External Assessment
option FC with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
34 The Mughal Empire, 1526–1707 with The External Assessment
First Crusade, c.1070–1100
J411 FD History B (SHP) 16 Crime and Punishment, c.1250 to present External Assessment
option FD with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
35 The Mughal Empire, 1526–1707 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535

 © OCR 2015
36 GCSE (9–1) in History B
 Entry option Components

Entry code Title Code Title Assessment type

J411 FE History B (SHP) 16 Crime and Punishment, c.1250 to present External Assessment
option FE with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
37 The Making of America, 1789–1900 with External Assessment
The First Crusade, c.1010–1100
J411 FF History B (SHP) 16 Crime and Punishment, c.1250 to present External Assessment
option FF with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment 4
38 The Making of America, 1789–1900 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 GA History B (SHP) 17 Migrants to Britain, c.1250 to present External Assessment
option GA with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
32 Viking Expansion, c.750–c.1050 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 GB History B (SHP) 17 Migrants to Britain, c.1250 to present External Assessment
option GB with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
33 Viking Expansion, c.750–c.1050 with External Assessment
Living under Nazi Rule, 1933–1945
J411 GC History B (SHP) 17 Migrants to Britain, c.1250 to present External Assessment
option GC with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
35 The Mughal Empire, 1526–1707 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 GD History B (SHP) 17 Migrants to Britain, c.1250 to present External Assessment
option GD with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
36 The Mughal Empire, 1526–1707 with External Assessment
Living under Nazi Rule, 1933–1945

© OCR 2015
GCSE (9–1) in History B 37
 Entry option Components

Entry code Title Code Title Assessment type

J411 GE History B (SHP) 17 Migrants to Britain, c.1250 to present External Assessment

option GE with The Norman Conquest, 1065–1087
21 History Around Us External Assessment
38 The Making of America, 1789–1900 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535

3 J411 GF History B (SHP)

option GF
17 Migrants to Britain, c.1250 to present
with The Norman Conquest, 1065–1087
External Assessment

21 History Around Us External Assessment

4 39 The Making of America, 1789–1900 with

Living under Nazi Rule, 1933–1945
External Assessment

J411 HA History B (SHP) 18 Migrants to Britain, c.1250 to present External Assessment

option HA with The Elizabethans, 1580–1603
21 History Around Us External Assessment
31 Viking Expansion, c.750–c.1050 with The External Assessment
First Crusade, c.1070–1100
J411 HB History B (SHP) 18 Migrants to Britain, c.1250 to present External Assessment
option HB with The Elizabethans, 1580–1603
21 History Around Us External Assessment
33 Viking Expansion, c.750–c.1050 with External Assessment
Living under Nazi Rule, 1933–1945
J411 HC History B (SHP) 18 Migrants to Britain, c.1250 to present External Assessment
option HC with The Elizabethans, 1580–1603
21 History Around Us External Assessment
34 The Mughal Empire, 1526–1707 with The External Assessment
First Crusade, c.1070–1100
J411 HD History B (SHP) 18 Migrants to Britain, c.1250 to present External Assessment
option HD with The Elizabethans, 1580–1603
21 History Around Us External Assessment
36 The Mughal Empire, 1526–1707 with External Assessment
Living under Nazi Rule, 1933–1945
J411 HE History B (SHP) 18 Migrants to Britain, c.1250 to present External Assessment
option HE with The Elizabethans, 1580–1603
21 History Around Us External Assessment
37 The Making of America, 1789–1900 with External Assessment
The First Crusade, c.1010–1100

 © OCR 2015
38 GCSE (9–1) in History B
 Entry option Components

Entry code Title Code Title Assessment type

J411 HF History B (SHP) 18 Migrants to Britain, c.1250 to present External Assessment

option HF with The Elizabethans, 1580–1603
21 History Around Us External Assessment
39 The Making of America, 1789–1900 with External Assessment
Living under Nazi Rule, 1933–1945
J411 KA History B (SHP) 19 Migrants to Britain, c.1250 to present External Assessment
option KA with Britain in Peace and War, 1900–1918
21 History Around Us External Assessment
31 Viking Expansion, c.750–c.1050 with The External Assessment
First Crusade, c.1070–1100 4
J411 KB History B (SHP) 19 Migrants to Britain, c.1250 to present External Assessment
option KB with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
32 Viking Expansion, c.750–c.1050 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 KC History B (SHP) 19 Migrants to Britain, c.1250 to present External Assessment
option KC with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
34 The Mughal Empire, 1526–1707 with The External Assessment
First Crusade, c.1070–1100
J411 KD History B (SHP) 19 Migrants to Britain, c.1250 to present External Assessment
option KD with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
35 The Mughal Empire, 1526–1707 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535
J411 KE History B (SHP) 19 Migrants to Britain, c.1250 to present External Assessment
option KE with Britain in Peace and War, 1900–1918
21 History Around Us External Assessment
37 The Making of America, 1789–1900 with External Assessment
The First Crusade, c.1010–1100

© OCR 2015
GCSE (9–1) in History B 39
 Entry option Components

Entry code Title Code Title Assessment type

J411 KF History B (SHP) 19 Migrants to Britain, c.1250 to present External Assessment

option KF with Britain in Peace and War,
1900–1918
21 History Around Us External Assessment
38 The Making of America, 1789–1900 with External Assessment
Aztecs and the Spanish Conquest,
1519–1535

4 4b. Special consideration

Special consideration is a post-assessment adjustment Detailed information about eligibility for
to marks or grades to reflect temporary injury, illness special consideration can be found in the JCQ
or other indisposition at the time the assessment was publication A guide to the special consideration
taken. process.

4c. External assessment arrangements

Regulations governing examination arrangements are
contained in the JCQ Instructions for conducting
examinations.

Approval of sites

Approval of the site used in History Around Us (21)
is mandatory and centres must submit the chosen
site to OCR for approval using the History Around
Us Site Proposal Form. This must be done every
series even where the same site has been approved
previously. Centres must wait for approval before
teaching the History Around Us (21) component.
Exemplar completed Site Proposal Forms will be
available on the OCR website, and should be referred
to as a guide to the level of detail required.
Completed Site Proposal Forms will be available to
examiners during the assessment of this topic.

 © OCR 2015
40 GCSE (9–1) in History B
4d. Results and certificates
Grade scale

GCSE (9–1) qualifications are graded on the scale: Only subjects in which grades 9 to 1 are attained will
9–1, where 9 is the highest. Learners who fail to reach be recorded on certificates.
the minimum standard of 1 will be Unclassified (U).

Results

Results are released to centres and learners for
information and to allow any queries to be resolved
before certificates are issued.
Centres will have access to the following results
information for each learner:
• the grade for the qualification
• raw mark grade boundaries for each
component
• weighted mark grade boundaries for each entry
option. 4
Until certificates are issued, results are deemed to be
provisional and may be subject to amendment.

• the raw mark for each component
• the total weighted mark for the qualification.
The following supporting information will be
available:
A learner’s final results will be recorded on an OCR
certificate. The qualification title will be shown on the
certificate as ‘OCR Level 1/2 GCSE (9–1) in History B
(Schools History Project)’.

4e. Post-results services

A number of post-results services are available:
• Enquiries about results – If you are not happy
with the outcome of a learner’s results, centres
may submit an enquiry about results.
for a learner is missing, or the learner has been
omitted entirely from the results supplied.
• Access to scripts – Centres can request access
to marked scripts.

• Missing and incomplete results – This service

should be used if an individual subject result

4f. Malpractice
Any breach of the regulations for the conduct of
examinations and non-exam assessment may
constitute malpractice (which includes
maladministration) and must be reported to OCR as
soon as it is detected. Detailed information on
malpractice can be found in the JCQ publication
Suspected Malpractice in Examinations and
Assessments: Policies and Procedures.

© OCR 2015
GCSE (9–1) in History B 41
 5 Appendices

5a. Grade descriptors

Ofqual to confirm.

5b. Overlap with other qualifications

There is a small degree of overlap between OCR’s GCSE (9–1) History A (Explaining the
the content of this specification and those for Modern World) (J410).

5c. Accessibility
Reasonable adjustments and access arrangements
allow learners with special educational needs,
disabilities or temporary injuries to access the
assessment and show what they know and can do,
without changing the demands of the assessment.
Applications for these should be made before the
examination series. Detailed information about
The GCSE (9–1) qualification and subject criteria have
been reviewed in order to identify any feature which
could disadvantage learners who share a protected
characteristic as defined by the Equality Act 2010. All
reasonable steps have been taken to minimise any
such disadvantage.

5 eligibility for access arrangements can be found in

the JCQ Access Arrangements and Reasonable
Adjustments.

 © OCR 2015
42 GCSE (9–1) in History B
5d. History Around Us Site Proposal Form


GCSE (9–1)
History B (SHP)
History Around Us Site Proposal Form

The purpose of this form is to ensure that the site used for History Around Us is suitable.

This form must be submitted to OCR before you begin teaching the History Around Us component. More
information about this process, including details of the submission deadline for this form and expected turn-
around times, can be found in the OCR Admin Guide and Entry Codes: 14–19 Qualifications which can be
downloaded from the OCR website: www.ocr.org.uk
5
Complete the form electronically via the OCR website, www.ocr.org.uk

Centre Name

Centre Number

Staff Name

Position at centre

Contact email

Contact telephone

Year of entry

Centre component group 1 option

Centre component group 3 option

September 2016
Oxford Cambridge and RSA Examinations

© OCR 2015
GCSE (9–1) in History B 43
 Site name    

Please provide an explanation of how your site meets each of the following points and include the most
appropriate visual images of your site. Refer to your images to justify your explanation of how the site meets
the criteria.

a) The reasons for the location of the site within its surroundings

b) When and why people first created the site

c) The ways in which the site has changed over time

4
d) How the site has been used throughout its history
5
e) The diversity of activities and people associated with the site

f) The reasons for changes to the site and to the way it was used

g) Significant times in the site’s past: peak activity, major developments, turning points

h) The significance of specific features in the physical remains at the site

i) The importance of the whole site either locally or nationally, as appropriate

j) The typicality of the site based on a comparison with other similar sites

k) What the site reveals about everyday life, attitudes and values in particular periods of history

 © OCR 2015
44 GCSE (9–1) in History B
 l) How the physical remains may prompt questions about the past and how historians frame these as
valid historical enquiries

m) How the physical remains can inform artistic reconstructions and other interpretations of the site

n) The challenges and benefits of studying the historic environment

I confirm that my site:

• meets the criteria listed above
• does not overleap with any of my other study topics
• will allow access to the full range of marks.

Save and email later Submit by email

Further information
If you have any concerns about the suitabilty of your site contact history@ocr.org.uk for further guidance.
5
OCR will confirm receipt of this History Around Us Site Proposal Form.
OCR may, on occasion, require further details of your site prior to approval, in which case we will contact you.
OCR will provide confirmation to you once your site is approved.

September 2016
Oxford Cambridge and RSA Examinations

© OCR 2015
GCSE (9–1) in History B 45
 © OCR 2015
46 T20004/08 GCSE (9–1) in History B
Registered office:  We will inform centres about any changes to the specifications. We will also
1 Hills Road publish changes on our website. The latest version of our specifications will
Cambridge always be those on our website (ocr.org.uk) and these may differ from
CB1 2EU printed versions.

OCR is an exempt charity. Copyright © 2015 OCR. All rights reserved.

Copyright
OCR retains the copyright on all its publications, including the specifications.
However, registered centres for OCR are permitted to copy material from this
specification booklet for their own internal use.

Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in

England. Registered company number 3484466.
Download high-quality, exciting and innovative GCSE (9-1)
History B (Schools History Project) resources from
ocr.org.uk/gcsehistoryshp
Resources and support for our GCSE (9-1) History B (Schools History Project) qualification, developed through
collaboration between our History Subject Specialists, teachers and other subject experts, are available from our
website. You can also contact our History Subject Specialists who can give you specialist advice, guidance and support.

Meet the team at ocr.org.uk/historyteam and contact them at:

01223 553998
history@ocr.org.uk
@OCR_history

To stay up to date with all the relevant news about our qualifications, register for email updates at
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For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2015 Oxford Cambridge and RSA Examinations is
a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.

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